future of education: gems merredin
TRANSCRIPT
@CathDigLearn
Preparing well for Digital Futures in
Education
#cewapl
v3
@d_groenewald
#GEMSrulesok
What should we teach and how should we teach in this approaching Epoch?
Laga
rde,
C. 2
016
https
://w
ww
.you
tube
.com
/wat
ch?v
=Vx9
RkPY
pqag
What are we learning today?
How did we arrive here?
Why does it matter?
Where are we heading?
How do we digital, better?
What technology is working well for your school and what challenges do you face?
https://goo.gl/7Rlojk
UBERAirbnbTesla
Outsourcing
Automation
Globalisation
eBayAmazon
Technological Disruption is everywhere
Pokemon GoVirtual Reality
Twitter Quantified Self
Constant Notifications and updates
drones Surveillance
The exponential speed of technological progress is unprecedented for humans and difficult to
comprehend
We experience technological change with a mixture of shock, awe and dread
homo technicarum
Do we turn our backs or join in?
Welcome to 2028. My name is Lucas. I am 25
years old. I manage a number of farms in Australia’s North
both remotely and on premise. I program, manage and maintain the drone swarm which waters, weeds
and delivers our crop.
I work in a small team that services East Asia. There is an enormous demand for our protein enriched
organic silver beet.
I am grateful to my teachers at … because they
taught me how to …
Comfortable in and through change
Adaptive and agile
Digitally discerning
Be genuinely Collaborative
Learn continuously
Produce new media
Socially intelligent
Creative and dynamic
Problem seek and solve
Be an expert and apprentice
What do students need to succeed in the digital Age?
Growth mindset
Be customer facing
Operate entrepreneurially
Learn deeply
Self direct learning
Work with others to find and solve real problems
Find the truth in the noise
Relate well to many cultures
persevere
Leverage digital tools and platforms
Learn deeply
Develop characterand virtue
How did we get to the Age of Digital Disruption?
In the wake of the second industrial revolution, fuel powered digging machines replaced the toil of
hardworking labourers on farms and cities.
Productivity increased and business costs and the labour force decreased.
As physical machines replaced physical bodies threatening high unemployment, industrialised
governments invested in compulsory education to prepare future generations for a new world of pen
pushing and people management.
A century on, a similar scene is being rehearsed on the digital stage. Thinking machines are steadily taking over repetitive cognitive tasks
performed by human beings. Global connectivity is thinning out local jobs.
Rapid wide spread unemployment is anticipated if we don’t retrain our society to
flourish in the digital world.
Many blue and white collar jobs have been absorbed by technology and globalisation.
Australia’s digital economy is growing rapidly.
$50 Billion $79 Billion
Sou
rce:
Del
oitte
- A
ustra
lia’s
Dig
ital P
ulse
: K
ey c
halle
nges
for o
ur n
atio
n –
digi
tal s
kills
, job
s an
d ed
ucat
ion
(201
5)
2013-142011
Source: Comm
ittee for Economic Developm
ent of Australia - Australia's future w
orkforce? (2015)
Sou
rce:
Del
oitte
- A
ustra
lia’s
Dig
ital P
ulse
: K
ey c
halle
nges
for o
ur n
atio
n –
digi
tal s
kills
, job
s an
d ed
ucat
ion
(201
5)Source: Com
mittee for Econom
ic Development of Australia
- Australia's future workforce? (2015)
But who will benefit most from the digital economy?
Sou
rce:
Del
oitte
- A
ustra
lia’s
Dig
ital P
ulse
: K
ey c
halle
nges
for o
ur n
atio
n –
digi
tal s
kills
, job
s an
d ed
ucat
ion
(201
5)Source: Com
mittee for Econom
ic Development of Australia
- Australia's future workforce? (2015)
5 million Australian jobs are predicted to be replaced by computers by 2025
How can we help our children flourish inThe Digital Age?
Technology in EducationHow has technology affected education?
How can we leverage Technology to benefit our kids?
Gamification
RoboticsCoding STEM
Learning Spaces
Learning analytics
Flipped learning
3D printing
Adaptive learningTelepresence
Maker spaces
Wearables
There’s been an enormous growth in learning technologies.
Artificial Intelligence
Virtual RealityCloud collaboration
Online learning Informal learning
Augmented Reality
Virtual Assistants Digital Badging
PC Photo credit: Rama
2016
Learning devices have
developed enormously1950
1990
HOBART DECLARATION
1989
ADELAIDE DECLARATION
AUSTRALIAN CURRICULUM
2009
MELBOURNE DECLARATION
20111999
TECHNOLOGIESCURRICULUM
2018
An understanding of the role of science
and technology in society, together with
scientific and technological skills
Be confident, creative and
productive users of new technologies
Young people need to be highly skilled in the use of ICT…there is a need to increase their effectiveness
Students need the knowledge, skills and confidence to make ICT work for them at school, at
home, at work
Society needs enterprising
students who can make discerning
decisions about the development and
use of technologies
1990MLC first
laptop program in the world
2010 arrival of The iPad
1993 public Internet
in Australia
2016 Consumerization of Virtual Reality
2020 Mainstreaming of
Online learning andArtificial Intelligence
2009Digital
Education Revolution
What plans have you made for 2017 in relation to either ICT capability
development or the Technologies Curriculum?
What support do you need?
Numeracy
Critical & Creative Thinking
Ethical Behaviour
Personal & social capability
Investigating
Literacy
Intercultural understanding
Communicating
Creating
Applying social & ethical protocols
Managing and operating ICT
ICT Capability
English Health/PE HASS Sciences
The ArtsLanguages Maths Technologies
THE ICT CAPABILITYTODAY
Values (RE)
Creatin
g susta
inable
ways of li
ving
Repairing our relationship with Aboriginal Australia
Engaging with our
Asian neighbours
So what does ICT capability look like at the end of Year 2..?
Applying Social & Ethical protocols
Students comment online on a class video accurately, thoughtfully, respectfully
Use ICT to safely share ideas
Identify and safely operate computer for learning
Investigating with ICTs
Communicating with ICTS
Creating with ICTs
Recognise that people create and own digital content
Students use software to present survey data in a list, chart or pictograph in Maths or Dig Tech
Students use colour coding and drawing to show a timeline in HASS
Managing and Operating ICTs
Students make an information report and identify and acknowledge where the information came from
Experiment with ICT to modify data for a particular audience
Use ICTs to identify, record and classify information
While word-processing, students Identify basic hardware – e.g. mouse, keyboard, monitor – and use it efficiently
How is ICT Capability different from Digital Technologies?
Specific computer science skills
Work-life efficiencies
General productivity
Always integrated Can stand alone as a subject
Solving specific problems with computational and design thinking
Effective users of digital technologies Confident developers of digital solutions
Digital Technologies: Key Terms and Concepts
Abstraction
Algorithm Design
Computational Thinking
Decomposition
Pattern Recognition
Many adverbs end in”ly”
Instructional texts begin with imperative verbs “put”
If my boss emails me, reply, I am away and will get back to you
A story has setting, characters, a key problem, and a resolution
Breaking down a problem into its parts
Observing patterns
Developing instructions to do jobs
Identifying general principles in patterns
Design Thinking
Ideate
3. We formulated a range of cabin design ideas for long distance flights
Empathise
Define Prototype
Test/adapt
Launch Evaluate7. We evaluated the positive feedback and celebrated our success and many awards
4. We developed a range of protoptypes
5. We tested our prototypes on actors and customers and
6. We changed our products based on feedback and developed the best cabin
2. We endeavor to improve comfort for all passenger's on long distance flights
1. What is it like for our customers to travel long distances?
AIRNZ
DesigningProducing and Implementing EvaluatingCollaborating and managing
Investigating and defining
The process of implementing digital solutions investigating and defining
The nature and properties of data, how they are collected and interpreted
Digital Technologies
Provides practical opportunities to use design thinking, computational thinking and information systems to develop innovative digital solutions and knowledge
addressing contemporary challenges
Knowledge and understanding
Digital Systems Representations of Data
Digital implementation
Collecting, managing and analysing data
Creating Solutions by
Processes and production skills
Digital Systems (hardware and
software and used for an identified
purpose
Data can have patterns and be
represented and used to make simple
conclusions
StrandsTeachers select content from here
Students apply knowledge and understanding through P&P skills
Year level descriptions provide an overview of key/core concepts
Content description set out the knowledge and skill to be learned
Year Level Achievement standards are provided
Design and Technology
Technologies (P-8) Learning Area
Subject
Sub Strands
Society needs enterprising students
http://www.digitallearningcewa.com/
http://www.digitallearningcewa.com
https://csermoocs.adelaide.edu.au/
https://csermoocs.adelaide.edu.au/
But are we where we want to be?
What’s working well? Even better if?
The very things computers can’t do remain largely untaught and untested, leaving our children vulnerable to skill obsolescence.
If we want our children to lead meaningful work-lives, we must change our approach to schooling. We need a new pedagogy.
Some educators are calling this rejoinder to traditional learning, Deep Learning. Although an awkward term, in
the absence of another classifier, we should rally behind it if we want to transform schooling.
What would this new-old pedagogy look like to you? (Discuss)
Sample Little Scientists
How would this inform your planning for 2017 and beyond?
(Discuss)
Deep Learning is a combination of the best of the old and new. A student centred, inquiry led,
project based, competencies focused, higher order and technologically savvy approach to
teaching and learning.
Maximising student choice over what they learn and how they learn
supercharges motivation and sustains positive learning behaviors
Project-problem based
ContentKnowledge
Pedagogy
Autonomy
Technology
ENGAGEMENTMaking teaching and learning choices that connect with the elements of DDLD is critical to
effective instruction
Strong learning area specific expertise that is curricula compliant
advantageously fast tracks scaffolding and targets key skills and knowledge more effectively
Effective deep learning cuts across learning areas through project
based learning tasks that investigate real and relevant
questions and assess learners on authentic outputs
Groenewald 2016
The Elements of Deep Learning Design
Competencies
EngagementWellbeing
Belonging
The 6 Competencies that realise deep learning are creativity,
communication, citizenship, critical thinking, character and collaboration
Effective planning with/for technology capabilities increases engagement,
collaboration and access to skills and knowledge
Learning contexts that engage, excite, enthuse, personalise and challenge are the foundation of effective sustained learning
Communication
Source: Fullan and Quinn, Coherence: NPDL 2016
Creativity
Critical Thinking
Collaboration
Citizenship
Character
The 6cs
Deep Learning Competencies
Critically evaluating information
and applying it
Problem seeking and solution thinking
Work together well and develop others to
achieve common goals.
Effective expression with tools of the Age
Thinking like a global citizen and understand ’real’
diversity
Seek deeply with perseverance
8 Steps to Deeper Learning
Explain why we need a ‘deep’ pedagogy
Link WA curriculum to new pedagogy
Engage in PL
on Deep
Learning PL on Challenge
Based Learning
PL on collaborative
learning Spaces
PL on leveraging
digital tools
Restructure curriculum for deep learning
Reshape timetable for Deep Learning
1
3 254
7
6
8
Where to from here?• We have the technology
• We have the curriculum mandate
• We have some exemplary practices
• What do we most need to do now?
How are your teachers using technology in the
classroom?
Digital Pedagogieshttps://goo.gl/LTWns5
and love the oxygen
Pedagogy is the driver, technology the accelerator,
culture the runway,team play the engine,
content the vehicle
#deeplearning
Traditional Approaches to Ed-Tech pedagogy – Primary
TECHNOLOGY CONTENT KNOWLEDGEPEDAGOGY
Traditional Approaches to Ed-Tech pedagogy – Secondary
TECHNOLOGY CONTENT KNOWLEDGE
PEDAGOGY
A better balance
TECHNOLOGY CONTENT
KNOWLEDGEPEDAGOGY
TPACK+CAPbTECHNOLOGY PEDAGOGY
CONTENT KNOWLEDGE
TPACK with adaptions: Mishra and Koehler (2006)
21ST C General CAPABILITIES
Investigating
Communicating
Creating
Applying social & ethical protocols
Managing and operating ICT
ICT
Critical & Creative
Thinking Personal & social
capabilityIntercultural understanding
How do we know if we are using technology
well?
Image: https://en.wikipedia.org/wiki/File:Rocket-bike.jpgWhat the difference?
Technologies and Effect Sizes? Technique Effective size Tech choices SAMR scale Teaching and
learning phase Formative evaluation with analytics
.90 Socrative quiz Film learning ShowbieZaption
Augmentation Building knowledge
Classroom discussion
.82 Online ForumYouTube video comments Twitter Instagram
Augmentation Building knowledge
Teacher and Lesson clarity
.75 Published lesson plans on the LMS Flipped learning with learning analytics
Augmentation Prior to engagement
Student feedback .75 Ongoing live OneNote Live google docs Showbie
Modification Building knowledge and reflection
Adapted from Hattie visible learning
REDEFINTION E
MODIFICATIONE
AUGMENTATION
SUBSTITUTION E
TRANSFO
RMATIO
N
ENHA
NCE
MEN
T
The SAMR ModelRuben R. Puentedura,
Transformation, Technology, and Education. (2006) Online at:
http://hippasus.com/resources/tte/
PDF with hyperlinks
Imovie
Weebly
Tech acts as a tool substitute with no functional change to task
Tech acts as a tool substitute with functional change to task
Tech enables improvement in task design
Tech enables significant improvement to task in a way that was inconceivable in the paper based world
Group 1 https://goo.gl/YFc1sk
Group 2 https://goo.gl/lZ5nQo
Group 3 https://goo.gl/7Skvz0
Group 4 https://goo.gl/EF75va
Group 5 https://goo.gl/7JLN1H
Group 6 https://goo.gl/RertvU
Gro
up L
inks
DIAGNOSIS
ENGAGEMENT
BUILDING KNOWLEDGE
TRANSFORMATION
PRESENTATION
REFLECTION
THE DIGITAL LEARNING AND
TEACHING CYCLE
Socrative
TedTalks
Zaption
Explain Everything
Powtoons
Blog
D Groenewald (2016): Adapted from K. Love et al, BUILT: 2003
Instructional work flow
Activity General Capability
ICT Capability ICT tool
SAMR level
Learning Aras intention/focus
By the end of this lesson, students will be able to
Big Idea
Essential questionThe Challenge
Guiding Questions/Activities SolutionPublish/Reflect
Problem Based Learning (PBL)
http:
//im
ages
.app
le.c
om/e
duca
tion/
docs
/CBL
_Cla
ssro
om_G
uide
_Jan
_201
1.pd
f
Using Deep Learning Assessment Matrices
Rule 1. Complete all the shaded activities.
Rule 2. Complete another three activities. They must not be in the same column or row.
Rule 3. Choose a partner and complete another Activity.
Word Logic & Maths Space & Vision Body Music People Self
Remembering
List ten key ideas associated with
images that were important to the Ancient Greeks.
Create an accurate itinerary of the daily
life of a Spartan solider and share with peers to get feedback
Chart or simulate the journey of
Alexandra the Great graphically.
In a group, act out a battle between
competing Ancient Greek City-states.
Find an appropriate song or piece of music to
accompany a series of images that recounts an
important event in Ancient Greece
With a partner, prepare a short
talk about a famous Ancient
Greek
In your journal, explain what you
found most interesting about Ancient Greece.
UnderstandingDescribe a famous
battlein Ancient Greeceand its outcome
Create a timeline of significant events in
Ancient Greece
Tell the story of a key event in Ancient Greece in cartoon
form
Build an A4 size model of an important Ancient
Greek building or monument. Explain its
construction and importance.
Write and perform and song that celebrates or laments an episode in
Ancient Greek mythology.
Describe the behaviours you would expect to
see from a typical boy and a typical
girl in Ancient Greek society
Describe how you prepare to be a Spartan Soldier.
ApplyingCreate a test about
Ancient Greece in the style of Who Wants to
be A Millionaire
Calculate the provisions required to
feed and shelter a battalion of soldiers in
the Trojan War
Create a poster to promote the values of an Ancient-Greek
City state
Teach a gymnastic or athletic skill performed by Ancient Greeks to
your friends
Record an audio retelling of a famous story from Ancient Greece using
sound effects
Participate in a debate about the different attitudes to the education of boys and girls
in Sparta
Explain your personal beliefs about the value of war for
solving conflict in Ancient Greece
Analysing
Explain why Ancient Greek City-States
struggled to defend themselves from outside forces.
Explain and chart alternative routes and
methods of travel from Sparta to Athens
Use a Venn diagram to compare Ancient Greece with Ancient
Egypt.
Perform a role play of a famous Ancient Greek scientist or philosopher
relating news of a discovery
Which event from Ancient Greek history
would be best accompanied by
dramatic music and why?
Instruct a class on the skills required to be successful
Greek Soldier
Compare and contrast the
experiences of teenage boys and
girls in Ancient Greece
Evaluating
List 5 assets that were essential to
maintaining harmony between Greek City-
States
Chart similarities and differences between Ancient Greece and
modern Australia using a graphic
organiser
Use a series ofPhotos or
Photostory to explain the rise and
fall of Ancient Greece
Evaluate the benefits of the Olympic Games to
Ancient Greece
Explain how effective a Greek amphitheatre was in carrying sound to the
audience
As a group, determine the
legacy of Ancient Greece
Explain how you would feel if you were
part of a defeated Army in Ancient
Greece
Creating
Compose a poem, story, newspaper
article, vlog, podcast, describing an uplifting or tragic moment in
Ancient Greece
Create an infographic poster explaining the
mathematical theories of an Ancient Greek
Mathematician considering their
relevance to modern life
Accurately draw/model and
label the parts of a Greek Ship, such as
a Trireme, explaining the purpose of the
boat’s design and its success in battle.
Dress up/ as an Ancient Greek and take your
class on a virtual tour of your City-State or
lecture your class in the style of an Ancient Greek Philosopher
Write a song celebrating the achievement of a
specific City State
Facilitate a class debate on an
important issue in Ancient Greece such as slavery.
Which type of Ancient Greek citizen do you most resemble (e.g..
soldier, scientist, philosopher) and
why?
66
The pedagogy of cave exploration
How can tech be leveraged?
What do Studentsneed to know
What do they need to to investigate
Driving Question orchallenge
Students tochose How to present
Present learning publicly
Get feedback to improve
The elements of Project
Based Learning
Instructional work flow
Activity General Capability ICT Capability Element
ICT tool
SAMR level
Learning Aras intention/focus
By the end of this lesson, students will be able to identify
Diagnosis
Engagement
Building Knowledge
Transformation
Presentation
Reflection
Creating and evaluating a lesson/unit with ICT
D G
roen
ewal
d: A
dapt
ed fr
om K
. Lov
e et
al,
BU
ILT:
200
3
